O ensino de Geografia na BNCC do ensino fundamental (anos iniciais e anos finais): a escala geográfica e o conceito de lugar com vistas à formação cidadã do aluno

• Autor(a) principal: Mustafé, Diego Nascimento
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000004vgk
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9907
• topic: Ensino de Geografia; Conceito de lugar; Escala geográfica; Pensamento geográfico; Cidadania; Geography teaching; Concept of place; Geographic scale; Geographical thought; Citizenship; CIENCIAS HUMANAS::GEOGRAFIA

This work proposes to analyze the conception of Geography defended in the National Curricular Common Base for Elementary School (BNCC) (initial years and final years), with a view to the development of the geographic thought and the global formation of the students. For the development of this research, the chosen method is documentary research, based on the curricular policy in question and the bibliographical references of the different authors who worked on the theoretical-methodological construction of this science and its teaching. To this end, the paper analyzes the possibilities and challenges proposed for Geography teaching, including the use of geographic scale and the concept of place in the perspective of an education focused on the formation of geographic and critical thinking, for global formation and exercise of citizenship. The research differentiates what is the geographic thought from spatial thought, although it admits the complementarity between both as an important instrument for geographic teaching. The Geography of the Base does not clearly distinguish the differences between geographic and spatial thought, nor does it take the notion of principles of geographic reasoning as belonging to geographic thought in general. However, in defining its principles, it uses notions that are not specific to geographical science, such as: analogy, connection, differentiation, distribution, extension, localization, order. This runs the risk of a superficial interdisciplinary integration between the Geography of the document and the other areas of knowledge. The communication of Geography with other areas can only be effective starting from the basement and the theoretical commitment to the geographical categories, since the true interdisciplinarity is based on the theoretical and methodological solidity of the different sciences in their specificities. After completing the analyzes of the documents and the references chosen for the research, we conclude that the Geography curriculum component, in the area of human sciences of BNCC for Elementary School (Initial Years and Final Years), demonstrates great methodological cohesion and rigor in specific competences, linked to the other competences of the document, as well as in its thematic units, objects of knowledge and skills. This effort is expected to promote subsidies to strengthen awareness of the importance of geographic knowledge for citizen formation. In this process, it is affirmed that the development of the geographic thought perpasses by a teaching of Geography based on the main concepts and categories that constituted this science through the time.